Dirkx, K. J. H., Kester, L., & Kirschner, P. A. (2013, 30 August). Learning from Questions During a Museum Visit. Paper presented at the meeting of the European Association for Research on Learning and Instruction, Munich, Germany.This paper describes the results of a museum study involving worksheets

Dirkx, Kim

Kester, Liesbeth

Kirschner, Paul A.

English

This paper describes the results of a museum study involving worksheets

Open University of the Netherlands Research Portal

Open Universiteit www.ou.nl Learning from Questions During a Museum VisitCitation for published version (APA):Dirkx, K., Kester, L., & Kirschner, P. A. (2013). Learning from Questions During a Museum Visit. 634. Paperpresented at 15th Biennial Conference EARLI 2013, Munich, Bavaria, Germany.Document status and date:Published: 30/08/2013Document Version:Peer reviewed versionDocument license:CC BY-NC-NDPlease check the document version of this publication:• A submitted manuscript is the version of the article upon submission and before peer-review. There can be important differences betweenthe submitted version and the official published version of record. People interested in the research are advised to contact the author for thefinal version of the publication, or visit the DOI to the publisher's website.• The final author version and the galley proof are versions of the publication after peer review.• The final published version features the final layout of the paper including the volume, issue and page numbers.Link to publicationGeneral rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright ownersand it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.• Users may download and print one copy of any publication from the public portal for the purpose of private study or research.• You may not further distribute the material or use it for any profit-making activity or commercial gain• You may freely distribute the URL identifying the publication in the public portal.If the publication is distributed under the terms of Article 25fa of the Dutch Copyright Act, indicated by the “Taverne” license above, pleasefollow below link for the End User Agreement:https://www.ou.nl/taverne-agreementTake down policyIf you believe that this document breaches copyright please contact us at:pure-support@ou.nlproviding details and we will investigate your claim.Downloaded from https://research.ou.nl/ on date: 12 Dec. 2021Running head: LEARNING FROM QUESTIONS  1 Learning from Questions During a Museum Visit.   Kim J. H. Dirkx, Gunn-Britt Thoma, Sandra A. J. Wetzels, Liesbeth Kester, and Paul A. Kirschner  Centre for Learning Sciences and Technologies / Netherlands Laboratory for Lifelong Learning, Open Universiteit in the Netherlands        Author Note   Correspondence concerning this article should be addressed to Kim J. H. Dirkx, Open Universiteit in the Netherlands, CELSTEC, NL - P.O. Box 2960, 6401 DL, Heerlen, The Netherlands. E-mail: kim.dirkx@ou.nl. Running head: LEARNING FROM QUESTIONS 2 Abstract This study shows that providing students with adjunct questions during a museum visit, benefits learning of the information covered by those adjunct questions. However, such exercise does not benefit learning beyond those questions. Teachers should be aware of the discrepancy between the unique aim of museum field trips (i.e., free-choice learning that enriches classroom learning) and their need to fulfil the educational standards.  Keywords: Adjunct questions, museum learning  Running head: LEARNING FROM QUESTIONS 3 Learning from Questions in a Museum School visits to museums are an important part of science teaching. This is recognized by teachers (Lucas, 2000) and government (National Research Council [NCR, 1996]). However, with an increasing emphasis on educational standards, teachers experience an increasing pressure to justify museum field trips with a sort of tangible measure of cognitive outcome (Griffin & Symington, 1997). Many teachers therefore give students assignments that provide them with the opportunity to measure what has been learned from the field trip (e.g., writing an essay upon return or answering questions during the visit). In the present study, the actual effects of such efforts on learning are measured. We focus here on the effects of answering questions during the museum visit and investigate if students actually learn from these questions. Furthermore, we want to explore if answering these questions fosters transfer of learning (i.e., learning information that is not explicitly covered by the questions students need to answer). According to literature on adjunct questions (see Hamaker, 1986 for an overview) and testing-effect (see Roediger and Karpicke, 2006 for an overview) it is expected that giving students questions during a museum visit, will benefit learning of information covered by these questions but will not benefit learning of non-tested information.  Method ** PLEASE CONTACT THE FIRST AUTHOR FOR RESULTS** Results ** PLEASE CONTACT THE FIRST AUTHOR FOR RESULTS** Discussion This study shows that giving students the assignment to answer questions during a museum visit can foster learning of the specific information asked in these questions. However, such questions do no support learning beyond the information that is explicitly covered by the questions. Whereas teachers want to objectify and measure students’ learning during a field trip, providing students with specific questions does not seem to benefit overall   Running head: LEARNING FROM QUESTIONS 4 learning. It seems to lead only to mere recall of previously “looked-up” facts. Prior research also shows that, when teachers really want their students to benefit from such field trips, they should not provide assignments that impose classroom-like constraints such as emphasising label reading rather than object observation (e.g., Griffin, 2004), hampering social interactions (Parson & Muhs, 1994), or stressing the answering of the questions to the exclusion of exploring the surroundings (Lucas, 2000). They rather should impose explorative and collaborative learning during such field trips and objectify learning by assignments that have a more open character. Future research, with a more diverse set of students, museums, and assignments is necessary to provide clear guidelines to teachers working in the field.  References Hamaker, C. (1986). The effects of adjunct questions on prose learning. Review of  Educational Research, 56(2), 212-242. Griffin, J. (2004). Research on students and museums: Looking more closely at the students  on school groups. Science Education, 88, S59-S70. doi: 10.1002/sce.20018. Griffin, J., & Symington, D. (1997). Moving from task-oriented to learning oriented strategies  on school excursions to museums. Science Education, 81, 763-779. doi: 10.1002/(SICI)1098-237X(199711)81:6<763::AID-SCE11>3.0.CO;2-O. Lucas, K. B. (2000). One teacher’s agenda for a class visit to an interactive science centre.  Science Education, 84, 524-544. doi: 10.1002/1098-237X(200007)84:4<524::AID-SCE6>3.0.CO;2-X. National Research Council. (1996). National science education standards. Washington, DC:  National Academy Press.  Parson, C., & Muhs, K. (1994). Field trips and parent chaperones: A study of self-guided  school groups at the Montery Bat Aquarium. Visitor Studies: Theory, Research and  Practice, 7, 57-61. Roediger, H. L., & Karpicke, J. D. (2006). The power of testing memory. Basic research and    Running head: LEARNING FROM QUESTIONS 5 implications for educational practice. Perspectives on Psychological Science, 1, 3, 181-210. doi: 10.1111/j.1745-6916.2006.00012.x.   Running head: LEARNING FROM QUESTIONS 6 Table 1 Descriptive Statistics for Initial and Posttest performance   M SD Proportion correct on the initial test  .68 .22 Proportion repeated posttest questions correct .26 .13 Proportion related posttest questions correct .15 .09 Remembered facts .27 .24 Forgotten facts .38 .15  Opmerking [R1]: Ik zou hier percentages van maken. Leest (voor mij in ieder geval) makkelijker.   

Learning from Questions During a Museum Visit

Open Universiteit www.ou.nl Learning from Questions During a Museum VisitCitation for published version (APA):Dirkx, K., Kester, L., & Kirschner, P. A. (2013). Learning from Questions During a Museum Visit. 634. Paperpresented at 15th Biennial Conference EARLI 2013, Munich, Bavaria, Germany.Document status and date:Published: 30/08/2013Document Version:Peer reviewed versionDocument license:CC BY-NC-NDPlease check the document version of this publication:• A submitted manuscript is the version of the article upon submission and before peer-review. There can be important differences betweenthe submitted version and the official published version of record. People interested in the research are advised to contact the author for thefinal version of the publication, or visit the DOI to the publisher's website.• The final author version and the galley proof are versions of the publication after peer review.• The final published version features the final layout of the paper including the volume, issue and page numbers.Link to publicationGeneral rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright ownersand it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.• Users may download and print one copy of any publication from the public portal for the purpose of private study or research.• You may not further distribute the material or use it for any profit-making activity or commercial gain• You may freely distribute the URL identifying the publication in the public portal.If the publication is distributed under the terms of Article 25fa of the Dutch Copyright Act, indicated by the “Taverne” license above, pleasefollow below link for the End User Agreement:https://www.ou.nl/taverne-agreementTake down policyIf you believe that this document breaches copyright please contact us at:pure-support@ou.nlproviding details and we will investigate your claim.Downloaded from https://research.ou.nl/ on date: 08 Sep. 2023Running head: LEARNING FROM QUESTIONS  1 Learning from Questions During a Museum Visit.   Kim J. H. Dirkx, Gunn-Britt Thoma, Sandra A. J. Wetzels, Liesbeth Kester, and Paul A. Kirschner  Centre for Learning Sciences and Technologies / Netherlands Laboratory for Lifelong Learning, Open Universiteit in the Netherlands        Author Note   Correspondence concerning this article should be addressed to Kim J. H. Dirkx, Open Universiteit in the Netherlands, CELSTEC, NL - P.O. Box 2960, 6401 DL, Heerlen, The Netherlands. E-mail: kim.dirkx@ou.nl. Running head: LEARNING FROM QUESTIONS 2 Abstract This study shows that providing students with adjunct questions during a museum visit, benefits learning of the information covered by those adjunct questions. However, such exercise does not benefit learning beyond those questions. Teachers should be aware of the discrepancy between the unique aim of museum field trips (i.e., free-choice learning that enriches classroom learning) and their need to fulfil the educational standards.  Keywords: Adjunct questions, museum learning  Running head: LEARNING FROM QUESTIONS 3 Learning from Questions in a Museum School visits to museums are an important part of science teaching. This is recognized by teachers (Lucas, 2000) and government (National Research Council [NCR, 1996]). However, with an increasing emphasis on educational standards, teachers experience an increasing pressure to justify museum field trips with a sort of tangible measure of cognitive outcome (Griffin & Symington, 1997). Many teachers therefore give students assignments that provide them with the opportunity to measure what has been learned from the field trip (e.g., writing an essay upon return or answering questions during the visit). In the present study, the actual effects of such efforts on learning are measured. We focus here on the effects of answering questions during the museum visit and investigate if students actually learn from these questions. Furthermore, we want to explore if answering these questions fosters transfer of learning (i.e., learning information that is not explicitly covered by the questions students need to answer). According to literature on adjunct questions (see Hamaker, 1986 for an overview) and testing-effect (see Roediger and Karpicke, 2006 for an overview) it is expected that giving students questions during a museum visit, will benefit learning of information covered by these questions but will not benefit learning of non-tested information.  Method ** PLEASE CONTACT THE FIRST AUTHOR FOR RESULTS** Results ** PLEASE CONTACT THE FIRST AUTHOR FOR RESULTS** Discussion This study shows that giving students the assignment to answer questions during a museum visit can foster learning of the specific information asked in these questions. However, such questions do no support learning beyond the information that is explicitly covered by the questions. Whereas teachers want to objectify and measure students’ learning during a field trip, providing students with specific questions does not seem to benefit overall   Running head: LEARNING FROM QUESTIONS 4 learning. It seems to lead only to mere recall of previously “looked-up” facts. Prior research also shows that, when teachers really want their students to benefit from such field trips, they should not provide assignments that impose classroom-like constraints such as emphasising label reading rather than object observation (e.g., Griffin, 2004), hampering social interactions (Parson & Muhs, 1994), or stressing the answering of the questions to the exclusion of exploring the surroundings (Lucas, 2000). They rather should impose explorative and collaborative learning during such field trips and objectify learning by assignments that have a more open character. Future research, with a more diverse set of students, museums, and assignments is necessary to provide clear guidelines to teachers working in the field.  References Hamaker, C. (1986). The effects of adjunct questions on prose learning. Review of  Educational Research, 56(2), 212-242. Griffin, J. (2004). Research on students and museums: Looking more closely at the students  on school groups. Science Education, 88, S59-S70. doi: 10.1002/sce.20018. Griffin, J., & Symington, D. (1997). Moving from task-oriented to learning oriented strategies  on school excursions to museums. Science Education, 81, 763-779. doi: 10.1002/(SICI)1098-237X(199711)81:6<763::AID-SCE11>3.0.CO;2-O. Lucas, K. B. (2000). One teacher’s agenda for a class visit to an interactive science centre.  Science Education, 84, 524-544. doi: 10.1002/1098-237X(200007)84:4<524::AID-SCE6>3.0.CO;2-X. National Research Council. (1996). National science education standards. Washington, DC:  National Academy Press.  Parson, C., & Muhs, K. (1994). Field trips and parent chaperones: A study of self-guided  school groups at the Montery Bat Aquarium. Visitor Studies: Theory, Research and  Practice, 7, 57-61. Roediger, H. L., & Karpicke, J. D. (2006). The power of testing memory. Basic research and    Running head: LEARNING FROM QUESTIONS 5 implications for educational practice. Perspectives on Psychological Science, 1, 3, 181-210. doi: 10.1111/j.1745-6916.2006.00012.x.   Running head: LEARNING FROM QUESTIONS 6 Table 1 Descriptive Statistics for Initial and Posttest performance   M SD Proportion correct on the initial test  .68 .22 Proportion repeated posttest questions correct .26 .13 Proportion related posttest questions correct .15 .09 Remembered facts .27 .24 Forgotten facts .38 .15  Opmerking [R1]: Ik zou hier percentages van maken. Leest (voor mij in ieder geval) makkelijker.   

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Learning from Questions During a Museum Visit

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